Experiencing Swedish Preschool and School, 7.5 credits

Learning outcomes

Knowledge and Understanding
After completed studies the student should have knowledge of

• the relationship between teacher knowledge and the practice of teaching, and
• conceptions of teachers' professional development.

Competence and Skills
After completed studies the student should be able to

• analyze teaching from a praxis-oriented perspective,
• plan, conduct and present an empirical study, and
• plan, conduct and present an educational activity in teaching placement.

Judgement and Approach
After completed studies the student should be able to

• reflect on personal experience of teaching in relation to the central concepts of the course, and
• reflect on the value of teacher knowledge against the back drop of shifting educational contexts.

Content

The course has a focus on the art of teaching and its core is made up of both theoretical studies on campus and teaching placement in a Swedish preschool or school. The course departs from a praxis-oriented perspective and sets out to explore the close-knit relation between theory and practice. Through teaching placement in a preschool or school the students will have the opportunity to gain experience of education and teaching through several different activities such as observation, planning and conducting educational activities and also by conducting a minor field study in the form of an interview with a teacher.

Examinations and grades

Reflections on Teaching Activity, 3 credits (Code: A001)
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Analysis of Field Study, 4.5 credits (Code: A002)
Grades used are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Compulsory Components (Code: A003)
Grades used are Participated (DT).

According to the Higher Education Ordinance, Chapter 6, Section 18, a grade is to be awarded on the completion of a course, unless otherwise prescribed by the university. The university may determine which grading system is to be used. The grade must be determined by a teacher specifically nominated by the university (the examiner).

In accordance with university regulations on grading systems for first and second-cycle courses and study programmes (Vice-Chancellor’s decision ORU 2018/00929), one of the following grades is to be used: fail (U), pass (G) or pass with distinction (VG). For courses included in an international master’s programme (60 or 120 credits) or offered to the university’s incoming exchange students, the A to F grading scale is to be used. The vice-chancellor, or a person appointed by them, may decide on exceptions from this provision for a specific course, if there are special grounds for doing so.

The grades used on this course are Fail (F), Sufficient (E), Satisfactory (D), Good (C), Very Good (B) or Excellent (A).

Comments on grades

The letter grades A-E will be converted to numbers 5-1 and combined to an average grade,

where the number of credits for each examination also are taken into account. A weighted
average grade of the course modules will thus be reported for the whole course.

Grade A is reported if the grade average is at least 4.5.
Grade B is reported if the grade average is at least 3.5 but less than 4.5.
Grade C is reported if the grade average is at least 2.5 but less than 3.5.
Grade D is reported if the grade average is at least 1.5 but less than 2.5.
Grade E is reported if the grade average is less than 1.5.

Examinations using Participated (DT) are not included in the final course grade.
However, Participated (DT) are required for a passing grade to be awarded for the full
course.

Modes of assessment

Reflections on Teaching Activity, 3 credits (Code: A001)
Oral examination.

Analysis of Field Study, 4 credits (Code:A002)
Written examination.

Compulsory Components (Code:A003)
Compulsory components in the form of participation in seminars and completed teaching placement.

Comments on modes of assessment
Examination deadline
An examination shall be carried out at the time decided by the university. If an examination, which involves that the student can do the assignment in another place than in the university's premises (for example take-home examination), can not be submitted on time, the examiner decides how the examination shall be handled.

Absence from compulsory components of the course
Upon absence from compulsory components, the university's general rules for re-examination apply. If there are special reasons to deviate from the time frame, the examiner decides when the compulsory component should be carried out. However, the examiner can decide that a make-up assignment should be given.

Absence from teaching placement
Upon absence from teaching placement the student shall, in consultation with the teacher/team of the teaching placement, compensate for this absence within the time frame of the course.

For students with a documented disability, the university may approve applications for adapted or other modes of assessment.

For further information, see the university's local examination regulations.

Specific entry requirements

A minimum of 30 credits from a teacher education program.

For further information, see the university's admission regulations.

Other provisions

The course accepts a maximum of 30 students.

Prior to the commencement of work placement studies the student shall present an extract from the criminal record to the head of the school where he/she is placed.

Work placement studies are completed within the framework of the union agreement for weekly full time employment.

The course is given in English.

Students who have been admitted to and registered on a course have the right to receive tuition and/or supervision for the duration of the time period specified for the particular course to which they were accepted (see, the university's admission regulations (in Swedish)). After that, the right to receive tuition and/or supervision expires.

Reading list and other learning resources

Required Reading

Adoniou, Misty (2015)
"Teacher Knowledge: a Complex Tapestry" i
Asia-Pasific Journal of Teacher Education (43) 2, pp. 99-116

Biesta, Gert (2015)
"What is Education for? On Good Education, Teacher Judgement, and Educational Proffessionalism" i
European Journal of Education (50) 1, pp. 75-87

Frelin, Anneli (2010)
Teachers' relational practices and professionality
Diss. Uppsala : Uppsala universitet, 2010

Pritchard, Alan (2017)
Ways of learning: learning theories and learning styles in the classroom
London: Routledge

Additional Reading

Frelin, Anneli (2014)
"Professionally present – highlighting the temporal aspect of teachers’ professional judgment" i Teacher Development, 18:2

Kvale, Steinar (1996)
An Introduction to Qualitative Research Interviewing
Thousand Oaks, CA: Sage

Rabionet, Silvia. E (2011)
"How I learned to design and conduct semi-structures interviews. An ongoing and continuous journey" i The Qualitative Report (16)2

Seidman, Irving (1998)
"Interviewing as Qualitative Research. A Guide for Researchers" i Education and the Social Sciences
New York: Techers Collage Press

Wenger, Etienne (1998)
Communities of practice: learning, meaning, and identity
Cambridge: Cambridge University Press

Additions and Comments on the Reading List
Scientific texts are to be chosen in consultation with the teacher, 100 pages.